Self-Directed Learning (Education)

L’autoformation: The State of Research on Self (-Directed) Learning in France

by Jonathan Kaplan

Co-authored with Carré, P., Jézégou, A., Cyrot, P., & Denoyel, N., (2011). Published in International Journal of Self-Directed Learning, 8(1), 7-17.

The term autoformation (literally, self-learning) first appeared in French literature on education in the early... more The term autoformation (literally, self-learning) first appeared in French literature on education in the early 1970's, within the wake of the lifelong education movement. Globally, the notion of autoformation may be viewed according to five complementary perspectives: radical (autodidactism), sociocognitive, educational, organizational, and biographical, which are presented here. These diverse views are united by a common thread: the role of agency, i.e. the human capacity to make choices and decisions and act on one's own, in the field of adult learning and development. Paradoxically, at a time when the European Union promotes the image of a lifelong, independent learner within a cognitive society in the making, autoformation appears as both essential and hazardous for the future of adult education in France.

Autodirection dans la formation et carrière

by Jonathan Kaplan

Co-authored with Jézégou, A., Carré, P., Frétigné, C., Jore, M., (2011). Published in 'Carriérologie, revue francophone internationale', 12(1-2), 73-89.

The concept of self-directed learning holds strong potential to shed light on self-training for professional carrier... more The concept of self-directed learning holds strong potential to shed light on self-training for professional carrier development. On one hand it gives theoretical backing to the equivocal notion of self-training; on the other, it enables the interpretation of strategies adults use to self-direct their learning. The latter applies specifically to learning taking place on the fringes of institutionalized learning. This article presents and illustrates a model that is able to explain the dimensions that underpin self-directed learning endeavours of adults. These endeavours are where most of adult competencies and employability develop from along their professional career.

The effects of guided inquiry questions on students' critical thinking skills and satisfaction in online argumentation

by Kristanti Puspitasari

Comparing self‐guided learning and educator‐guided learning formats for simulation‐based clinical training

by Ryan Brydges

How effective is self‐guided learning of clinical technical skills? It's all about process

by Ryan Brydges

Coordinating progressive levels of simulation fidelity to maximize educational benefit

by Ryan Brydges

Summary of Self Directed Learning

by Tim Stafford

Within the boundaries and established mores and norms of every culture is the individual sense of self – who he/she is... more Within the boundaries and established mores and norms of every culture is the individual sense of self – who he/she is and how he/she views him/herself within that culture. This view of self helps to define the persons overall worldview and within the context of that worldview there are sets of beliefs about everything within the world to be quite literal – this is known as a person’s noetic structure (Evans, 1982), what he/she believes about anything and everything, and it is here that the greatest paradigm shifts of all are occurring.

From Self-Direction to Co-Direction in Adult Cooperative Learning

by Jonathan Kaplan

(2010) In: S. M. Brigham, D. Plumb. (Eds.) Connected Understanding: Linkages Between Theory and Practice in Adult Education. Montreal, Quebec: Adult Education – Congresses.

Study circles have gained momentum outside of the nordic countries since the mid-1980's. Research conducted in France... more Study circles have gained momentum outside of the nordic countries since the mid-1980's. Research conducted in France into self-direction in study circles revealed the extent to which self-direction is linked to collective processes of regulation of the learning. This paper outlines the collective facets when directing one's learning and suggests links between study circle principles and adult cooperative learning as sustained by these principles. Co-direction as a necessary extension to our understanding of direction in learning is emphasized.

Constructivism, Self-Directed Learning and Case-Based Reasoners: a winning combination

by Patrick Boylan

In Learning How to Do Things: Papers from the 2000 Fall Symposium, ed. Mathias Bauer and Charles Rich, 7-11. Technical Report FS-00-02. American Association for Artificial Intelligence, Menlo Park, California.Menlo Park (CA): AAAI, 2000.

Why teaching less may favor learning more in acquiring English as a Second Language with the help of a PC.
more Why teaching less may favor learning more in acquiring English as a Second Language with the help of a PC.

Nel far assimilare l'inglese come L2 con l'ausilio del PC, insegnare di meno puo' consentire di apprendere di piu'.

The Self-Directed Learning Paradigm for Intelligent Educational Systems

by Patrick Boylan

Cognitive Systems 6-4, April 2006, pp. 387-408 [ISSN: 0256-663X]

Language Learning Software can actually teach more by teaching less and letting users decide the “best” expressive... more Language Learning Software can actually teach more by teaching less and letting users decide the “best” expressive choices – as in the intelligent tutoring system, using case-based reasoning and a database of model letters, described here.


Programmi su PC per l'apprendimento delle lingue possono far imparare meglio insegnando meno e lasciando decidere all'utente le scelte espressive “migliori” -- come nel programma descritto qui, un ITS basato sul ragionamento per casi e su un database di lettere da comporre.